I am working with Ms. Julie Malone from Westerly High School who teaches 3 sections of Honors Biology of 10th and 11th graders, 1 Inquiry Biology class of 10th and 11th graders, and one 12th grade Anatomy class. We have agreed that in the Spring I will be teaching 2 of the Honors Biology classes and the Inquiry Biology class. These classes will be covering the same topics, but the inquiry class might be slightly behind. In the Spring they will be covering Ecology, Cells, and Genetics.
According to the text book the class is using, the unit plan on cells will be broken up into the following sections: Cell Structure and Function, Photosynthesis, Cellular Resipiration and Fermentation, and Cell Growth and Division. I plan to do a couple lesson plans for each section. For the cell structure and function I will use lecture slides together with fill in the blank notes for the students to obtain the definition and function of each cell organelle. I will also incorporate a diagram or picture that they may need to color in. For photosyntheses, since this is a challenging topic for high school students, I plan to use a lot of technology such as videos and interactive online activities, mixed with notes to study from. For Cellular Respiration and Fermentation I will do a lesson plan for each and then compare the two using a lab I haven't chosen yet. For Cell Division I will provide plenty of visuals comparing mitosis and meiosis as well as worksheets where the students will have to color the chromosomes, chromatids, and nuclear envelope during the processes of cell division. I will start with a lesson on the cell cycle and then do a mitosis lesson so they understand what is occuring during the M stage of the cell cycle. I plan to provide fill in the blank notes and show a video clip of mitosis occuring as well as show pictures and have the students call out what stage of mitosis/meiosis the cell is in. At the end of this section the students will perform the onion root tip lab where they view a slide of a dividing section of a root and have to count how many cells are in each stage of division. The end of the unit I will review everything and draw connections between all the sections in preparation to study for the end of the unit exam. During these same lessons for the inquiry class the worksheets will be more colorful and use images as much as possible over words. The directions in the lab will be simplified as well and during the lessons I will try to incorporate songs to help remember (like "I will divide" for cellular division), and show plenty of videos of the processes I explain along the way in order to provide differential instruction for those who need it.
The GSEs I will cover are LS1 (9-11) - 1 Students demonstrate understanding of structure and function-survival requirements by…
1a explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
LS1- All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations & species).
According to the text book the class is using, the unit plan on cells will be broken up into the following sections: Cell Structure and Function, Photosynthesis, Cellular Resipiration and Fermentation, and Cell Growth and Division. I plan to do a couple lesson plans for each section. For the cell structure and function I will use lecture slides together with fill in the blank notes for the students to obtain the definition and function of each cell organelle. I will also incorporate a diagram or picture that they may need to color in. For photosyntheses, since this is a challenging topic for high school students, I plan to use a lot of technology such as videos and interactive online activities, mixed with notes to study from. For Cellular Respiration and Fermentation I will do a lesson plan for each and then compare the two using a lab I haven't chosen yet. For Cell Division I will provide plenty of visuals comparing mitosis and meiosis as well as worksheets where the students will have to color the chromosomes, chromatids, and nuclear envelope during the processes of cell division. I will start with a lesson on the cell cycle and then do a mitosis lesson so they understand what is occuring during the M stage of the cell cycle. I plan to provide fill in the blank notes and show a video clip of mitosis occuring as well as show pictures and have the students call out what stage of mitosis/meiosis the cell is in. At the end of this section the students will perform the onion root tip lab where they view a slide of a dividing section of a root and have to count how many cells are in each stage of division. The end of the unit I will review everything and draw connections between all the sections in preparation to study for the end of the unit exam. During these same lessons for the inquiry class the worksheets will be more colorful and use images as much as possible over words. The directions in the lab will be simplified as well and during the lessons I will try to incorporate songs to help remember (like "I will divide" for cellular division), and show plenty of videos of the processes I explain along the way in order to provide differential instruction for those who need it.
The GSEs I will cover are
LS1 (9-11) - 1
Students demonstrate understanding of structure and function-survival requirements by…
1a explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
LS1- All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations & species).